The question is about the joint sample space for two random variables X and Y with four elements given with their probabilities. To answer the question, let us first define the Cumulative Distribution Function (CDF) of a random variable.
The CDF of a random variable X is the probability of that variable being less than or equal to x. It is defined as:[tex]F(x) = P(X ≤ x)[/tex]
We can find the probability of the joint events of two random variables X and Y using their CDFs. The CDF of two random variables X and Y is given as:[tex]F(x, y) = P(X ≤ x, Y ≤ y)[/tex].We can use the above equation to find the CDF of two random variables X and Y in the question.
The given sample space has four elements with their probabilities as: (1, 1) with probability 0.1 (2, 2) with probability 0.35 (3, 3) with probability 0.05 (4, 4) with probability 0.5
We can use these probabilities to find the CDF of X and Y. The CDF of X is given as:[tex]F(x) = P(X ≤ x)For x = 1, F(1) = P(X ≤ 1) = P((1, 1)) = 0.1[/tex]
For[tex]x = 2, F(2) = P(X ≤ 2) = P((1, 1)) + P((2, 2)) = 0.1 + 0.35 = 0.45[/tex]
For [tex]x = 3, F(3) = P(X ≤ 3) = P((1, 1)) + P((2, 2)) + P((3, 3)) = 0.1 + 0.35 + 0.05 = 0.5[/tex]For [tex]x = 4, F(4) = P(X ≤ 4) = P((1, 1)) + P((2, 2)) + P((3, 3)) + P((4, 4)) = 0.1 + 0.35 + 0.05 + 0.5 = 1.[/tex] We can sketch the joint CDF of X and Y using the above probabilities as: The joint CDF of X and Y is a step function with four steps. It starts from (0, 0) with a value of 0 and ends at (4, 4) with a value of 1.
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_______________________
|Two pizza delivery drivers \
|compare the mean numbers of |
|deliveries the_____________ /
|completed in one day.\___
|Mean number of deliveries\
|Absolute Deviation (MAD) |
|Driver A:12 ___________ /
|3 /
|Driver B:15\ _______________
|3 \
|Which statement about the data| |is true? __________________ /
\_____/
The MAD for driver A is less than the MAD for driver B. Option A
How to determine the correct answer?:The difference in pizza delivered between driver A and driver B is 10 pizzas.
We can find this by doing 20-10 which is 10.
The MAD is 2.
D says that Driver A has less pizzas delivered than Driver B by 5 MADs. Since 1 MAD is 2, 5 MADs is 10.
Meaning The MAD for driver A is less than the MAD for driver B, which is correct.
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The Mean Absolute Deviation (MAD) for driver A is less compared to the MAD for driver B, specifically indicated as Option A.
How to ascertain the correct answer?To determine the veracity of this claim, we examine the given information regarding the difference in the number of pizzas delivered between driver A and B, which amounts to 10 pizzas.
Statement D asserts that driver A lags behind driver B in terms of pizzas delivered by 5 MADs. Given that 1 MAD corresponds to a value of 2, multiplying this by 5 results in 10. Hence, driver A is indeed found to have fewer pizzas delivered than driver B by 10 pizzas, which aligns with the initial proposition.
In essence, we can conclude that the MAD for driver A is, in fact, lesser than the MAD for driver B, thus affirming Option A as the correct answer.
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Look at the diagram. C F 36⁰ Solve for[x. (5x + 17)° 128⁰ Which equation can be used to solve for x? 22x + 36 = 128 5x − 19 = 128 E D 5x + 53 = 128 22x 36 128 Video
The given diagram, the equation "5x + 53 = 128" can be used to solve for x. This equation corresponds to the relationship between angles C, F, and (5x + 17)°, which form a Straight line with a total sum of 180°.
The equation that can be used to solve for x in the given diagram, we need to analyze the relationships between the angles.
Looking at the diagram, we can see that angles C, F, and (5x + 17)° form a straight line, which means their sum is 180°.
C + F + (5x + 17)° = 180°
Since angle C is 36°, we can substitute it into the equation:
36° + F + (5x + 17)° = 180°
Next, we can simplify the equation by combining like terms:
F + 5x + 17 + 36 = 180
Simplifying further:
F + 5x + 53 = 180
Now, we have the equation:
5x + F + 53 = 180
Comparing this equation with the given options, we find that the equation "5x + 53 = 128" matches the equation we derived from the diagram.
Therefore, the equation "5x + 53 = 128" can be used to solve for x in the given diagram.
In summary, from the given diagram, the equation "5x + 53 = 128" can be used to solve for x. This equation corresponds to the relationship between angles C, F, and (5x + 17)°, which form a straight line with a total sum of 180°.
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The greatest weight a moving truck can carry is 1,600 pounds. The truck is loaded with a piano that weighs 400 pounds. Boxes that weigh 50 pounds each also be loaded into the truck. Determine the number of boxes that can be loade on the truck.
The truck can carry a maximum weight of 1,600 pounds. To determine the number of boxes that can be loaded, we divide the available weight capacity by the weight of each box, which gives us 24 boxes.
The truck's maximum weight capacity is 1,600 pounds. Since the piano weighs 400 pounds, we subtract that weight from the maximum capacity to find the available weight capacity for the boxes: 1,600 pounds - 400 pounds = 1,200 pounds.
Each box weighs 50 pounds. To find the number of boxes that can be loaded, we divide the available weight capacity by the weight of each box: 1,200 pounds ÷ 50 pounds = 24 boxes.
Therefore, the truck can carry a maximum of 24 boxes, weighing 50 pounds each, in addition to the 400-pound piano, while staying within its weight capacity of 1,600 pounds.
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1. are days 1 through 365 in data set quantitative
variables or qualitative?
2. is strengnth of something provided 1 through 5 (5 strongest)
quantitative variables or qualitative?
1. The days 1 through 365 in the data set are qualitative variables.
2. The strength of something provided on a scale of 1 through 5 (with 5 being the strongest) is a qualitative variable.
1. The days 1 through 365 represent different calendar days, which are categories or labels rather than numerical quantities.
They are not meaningful in terms of arithmetic operations, and their order is based on a predefined calendar system. Therefore, they are considered qualitative variables.
2. The strength rating provided on a scale of 1 through 5 is also a qualitative variable. Although the ratings are represented by numbers, they are still qualitative because the numbers are used as labels to represent different levels of strength rather than as numerical quantities with precise meaning.
The rating scale is subjective and does not have a consistent numerical interpretation, making it a qualitative variable.
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how many different truth tables of compound propositions are there that in- volve n propositional variables p1 . . . pn? explain your answer
Answer:
2^(2^n)
Step-by-step explanation:
You want to know how many different truth tables of compound propositions there are that involve n propositional variables p1 . . . pn.
Truth tableN propositional variables can give rise to 2^n compound propositions. Each of those can be true or false, so the truth table that describes them can have 2^(2^n) different forms.
ExampleWith 2 variables, 4 propositions can be formed. Each of those can be true or false, so the 16 possible truth tables are ...
TTTT, TTTF, TTFT, TTFF, TFTT, TFTF, TFFT, TFFF,
FTTT, FTTF, FTFT, FTFF, FFTT, FFTF, FFFT, FFFF
With 6 variables, there can be 18446744073709551616 possible different truth tables.
<95141404393>
When it comes to propositional logic, a truth table is a tabular method of representing a compound proposition's truth or falsity. A truth table includes a row for every possible combination of truth values, as well as a column for every proposition involved in the compound proposition.
When it comes to propositional logic, a truth table is a tabular method of representing a compound proposition's truth or falsity. A truth table includes a row for every possible combination of truth values, as well as a column for every proposition involved in the compound proposition. There are a total of 2^n possible combinations of truth values for n propositional variables. For each row in the truth table, the truth value of the entire proposition is computed using the truth values of the individual propositions. So, for n propositional variables, there are 2^{2^n} possible truth tables. For example, when n is 1, there are 2 possible truth tables with 1 variable.
When n is 2, there are 16 possible truth tables with 2 variables. When n is 3, there are 256 possible truth tables with 3 variables. When n is 4, there are 65,536 possible truth tables with 4 variables. It is clear from these examples that the number of possible truth tables grows at an exponential rate. Therefore, it is not practical to list all possible truth tables for even moderately sized compound propositions with a large number of propositional variables.
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A coffee connoisseur claims that he can distinguish between a cup of instant coffee and a cup of percolator coffee 75% of the time. It is agreed that his claim will be accepted if he correctly identifies at least 5 of the 6 cups. Find his chances of having the claims i) Accepted ii) rejected, when he does have ability he claims. (10) Q. No 4 (20 Marks; CLO-02,) a) To avoid detection at customs, a traveler places 6 narcotic tablets in a bottle containing 9 vitamin tablets that are similar in appearance. If the customs official selects 3 of the tablets at random for analysis, what is the probability that (10) the traveler will be arrested for illegal possession of narcotics?
The coffee connoisseur claims that he can distinguish between a cup of instant coffee and a cup of percolator coffee 75% of the time.
It is agreed that his claim will be accepted if he correctly identifies at least 5 of the 6 cups.In this case, the total number of ways of selecting 6 cups from a total of 6 cups is 6C6 = 1. There is only one possibility.There are 6 ways to choose 5 of the 6 cups, and there are 6 ways to pick any one of the 6 cups to be incorrect. Therefore, there are 6 × 6 = 36 different ways to choose five cups correctly and one cup incorrectly.
There are 6 ways to select all 6 cups correctly. This is the only possibility.Therefore, the total number of ways that the claims will be accepted is 36 + 1 = 37.The total number of ways that the claims will be rejected is equal to the number of ways that 4 or fewer cups will be correctly identified.There are 6 ways to select no cups correctly. There are 6 ways to pick any one of the 6 cups to be correct and miss all the others. There are 6C2 = 15 ways to select exactly two cups correctly and four cups incorrectly.
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A small math department has five faculty members and 40 students. The department can send six people to a national convention, and it would like to send four students and two faculty members. Of the 40 students, four are selected randomly. Two faculty members are randomly selected from the five. This is an example of:
Select one:
voluntary response sampling.
a census.
simple random sampling.
stratified random sampling.
The given scenario is an example of stratified random sampling.
Stratified random sampling is a sampling method that involves dividing a population into non-overlapping groups or strata based on a specific characteristic. Random samples are then collected from each stratum to ensure representation from all segments of the population.
In this case, the population is divided into two strata: faculty members and students. This division is based on the characteristic of belonging to either group. The purpose of stratifying the population is to ensure that both faculty members and students have a chance to be represented in the sample.
From each stratum, a random sample is taken. Two faculty members and four students are randomly selected to attend the national convention. By randomly selecting individuals from each stratum, the sample reflects the diversity within the population.
Stratified random sampling is particularly useful when there are important subgroups within a population that have different characteristics or attributes. By ensuring representation from each subgroup, it allows for more accurate inferences and conclusions to be drawn about the population as a whole.
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School survey In order to investigate how many hours a day students at their school tend to spend on course work outside of regularly scheduled class time, a statistics student takes a random sample of 150 stu- dents from their school by randomly choosing names from a list of all full-time students at their school that semester. The student finds that the average reported daily study hours among the 150 students is 2.23 hours. The standard deviation of the hours studied is 1.05 hours. Use this information to answer the questions in Exercises 3.4.11 to 3.4.18. Exercises 235 3.4.11 A confidence interval is constructed for the population mean hours studied. Which confidence interval would be the widest? A. 99% B. 95% C. 90% D. 85% 3.4.12 Which confidence interval would be the narrowest? A. 99% B. 95% C. 90% D. 85% 3.4.13 If the standard deviation were 0.78 hours instead of 1.05, the width of a 95% confidence interval would (increase/decrease). at 3.4.14 If the standard deviation were 1.25 hours instead of 1.05, the width of a 95% confidence interval would (increase/decrease). es a val te- 3.4.15 If the sample size were 15 instead of 150, the width of a 95% confidence interval would (increase/decrease). on- 3.4.16 If the sample size were 1,500 instead of 150, the width of a 95% confidence interval would (increase/decrease). be 3.4.17 If you took repeated samples of size 150 and constructed a 95% confidence interval for the population mean study hours from each sample, what percentage of these intervals would capture the popula- tion mean study hours? 3.4.18 If you took repeated samples of size 150 and constructed a 99% confidence interval for the population mean of study hours from each sample, what percentage of these intervals would capture the popula- tion mean of study hours? Business survey* In order to understand why.com ot n on an be )
3.4.11 The widest confidence interval would be option A. 99%.
3.4.12 The narrowest confidence interval would be option D. 85%.
3.4.13 f the standard deviation decreases from 1.05 to 0.78, the width of a 95% confidence interval would decrease.
3.4.14 If the standard deviation increases from 1.05 to 1.25, the width of a 95% confidence interval would increase.
How did we arrive at these assertions?To answer the given questions, let's analyze each one:
3.4.11: The widest confidence interval will occur when we have the highest level of confidence, which is 99%. Therefore, the answer is A. 99%.
3.4.12: The narrowest confidence interval will occur when we have the lowest level of confidence, which is 85%. Therefore, the answer is D. 85%.
3.4.13: A smaller standard deviation results in a narrower confidence interval. Therefore, if the standard deviation decreases from 1.05 to 0.78, the width of a 95% confidence interval would decrease.
3.4.14: A larger standard deviation results in a wider confidence interval. Therefore, if the standard deviation increases from 1.05 to 1.25, the width of a 95% confidence interval would increase.
3.4.15: A larger sample size results in a narrower confidence interval. Therefore, if the sample size decreases from 150 to 15, the width of a 95% confidence interval would increase.
3.4.16: A larger sample size results in a narrower confidence interval. Therefore, if the sample size increases from 150 to 1,500, the width of a 95% confidence interval would decrease.
3.4.17: If we construct a 95% confidence interval for the population mean study hours from each sample, expect that approximately 95% of these intervals would capture the population mean study hours. This means that in the long run, if we repeated the sampling process and constructed confidence intervals, about 95% of those intervals would contain the true population mean study hours.
3.4.18: If we took repeated samples of size 150 and constructed a 99% confidence interval for the population mean of study hours from each sample, expect that approximately 99% of these intervals would capture the population mean of study hours. This means that in the long run, if we repeated the sampling process and constructed 99% confidence intervals, about 99% of those intervals would contain the true population mean of study hours.
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Listed below is a series of experiments and associated random variables. In each case, identify the values that the random variable can assume and state whethe is discrete or continuous. Experiment Random Variable (x) Values Continuo a. Take a 15-question examination Select your answer - ✓ - Select your answ Number of questions answered correctly Number of cars arriving at tollbooth - Select your answer - V - Select your answ b. Observe cars arriving at a tollbooth for 1 hour c. Audit 50 tax returns Number of returns containing errors - Select your answer - - Select your answ Select your answer - - Select your answ d. Observe an employee's work Number of nonproductive hours in an nine-hour workday e. Weigh a shipment of goods Number of pounds Select your answer - - Select your answ of experiments and associated random variables. In each case, identify the values that the random variable can assume and state whether the random variable S. xperiment Random Variable (x) Values Continuous or Discrete examination - Select your answer - - Select your answer - Number of questions answered correctly Number of cars arriving at tollbooth g at a tollbooth for 1 hour - Select your answer - ✓ - Select your answer - Select your answer - Number of returns containing errors - Select your answer - ✓ - Select your answer - - Select your answer - V ee's work Number of nonproductive hours in an nine-hour workday f goods Number of pounds - Select your answer - - Select your answer - V
This is because the number of pounds can take on an infinite number of values within a range.
The following table shows a series of experiments and associated random variables:ExperimentRandom Variable (x)Values
Continuous or Discrete
a. Take a 15-question examinationNumber of questions answered correctlyDiscreteb. Observe cars arriving at a tollbooth for 1 hourNumber of cars arriving at tollboothDiscretec. Audit 50 tax returnsNumber of returns containing errorsDiscreted. Observe an employee's workNumber of nonproductive hours in a nine-hour workdayDiscretee. Weigh a shipment of goodsNumber of poundsContinuous
The random variable in experiment a is discrete. This is because the number of questions answered correctly can only take on a finite number of values.The random variable in experiment b is also discrete. This is because the number of cars arriving at the tollbooth can only take on a finite number of values.The random variable in experiment c is also discrete. This is because the number of returns containing errors can only take on a finite number of values.The random variable in experiment d is discrete. This is because the number of nonproductive hours in a nine-hour workday can only take on a finite number of values.The random variable in experiment e is continuous.
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if there is a positive correlation between x and y then in the regression equation, y = bx a, ____.
If there is a positive correlation between x and y then in the regression equation, y = bx + a, the slope coefficient, b, is positive. When there is a positive correlation between x and y, it indicates that an increase in the value of x corresponds to an increase in the value of y.
Thus, the regression line has a positive slope. The slope coefficient of the regression line, b, is a measure of the change in y associated with a one-unit change in x.
When the correlation is positive, the slope coefficient, b, will be positive in the regression equation, y = bx + a. Therefore, y will increase as x increases.Besides, the intercept, a, in the regression equation represents the expected value of y when x = 0. It is also known as the y-intercept of the regression line.
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1 pts Question 4 If nothing is known about the shape of the distribution of a quantitative variable, what percentage of data fall within 2 standard deviation of the mean? Approximately 95%. 75%. At le
If a variable has a normal distribution, we can conclude that 95% of the data will fall within 2 standard deviations of the mean.
If nothing is known about the shape of the distribution of a quantitative variable, approximately 95% of the data fall
within 2 standard deviation of the mean. This is a result of the empirical rule.The empirical rule is a statistical principle that holds for any distribution, regardless of its shape. The rule says that for a normal distribution:
Approximately 68% of the data falls within one standard deviation of the mean.
Approximately 95% of the data falls within two standard deviations of the mean.
Approximately 99.7% of the data falls within three standard deviations of the mean.Therefore, if nothing is known about the shape of the distribution of a quantitative variable, approximately 95% of the data fall within 2 standard deviation of the mean.
This means that if a variable has a normal distribution, we can conclude that 95% of the data will fall within 2 standard deviations of the mean.
If nothing is known about the shape of the distribution of a quantitative variable, approximately 95% of the data fall within 2 standard deviation of the mean. The empirical rule is a statistical principle that holds for any distribution, regardless of its shape. The rule states that for a normal distribution, approximately 68% of the data falls within one standard deviation of the mean, approximately 95% of the data falls within two standard deviations of the mean, and approximately 99.7% of the data falls within three standard deviations of the mean.
Therefore, if a variable has a normal distribution, we can conclude that 95% of the data will fall within 2 standard deviations of the mean.
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Which of the statements is true for the two equations below?
Equation A: 3(2x-5)=6x-15
Equation B: 2+3x=3x-4
O Equation A has no solution and Equation B has an infinite number of solutions.
O Equation A and Equation B have no solution.
Equation A and Equation B have an infinite number of solutions.
Equation A has an infinite number of solutions and Equation B has no solution
The statement that is true for the two equations Equation A: 3(2x-5)=6x-15 and Equation B: 2+3x=3x-4 is that "Equation
A has an infinite number of solutions and Equation B has no solution".Explanation:To find the solution for the two equations, we will solve for each equation separately. Solution of equation A: 3(2x - 5) = 6x - 15 ⇒ 6x - 15 = 6x - 15 ⇒ 6x - 6x = -15 + 15 ⇒ 0 = 0
This is a true equation, which means that it is an identity. The equation can be written as 0 = 0. Any value that is inserted in this equation will result in a true statement. Hence the equation A has an infinite number of solutions. Solution of equation B: 2 + 3x = 3x - 4 ⇒ 2 + 4 = 3x - 3x - 4 ⇒ 6 = -4This is a false equation. It means that there is no value that can be inserted into the equation to make it a true statement. Therefore, the equation B has no solution. Hence the statement that is true for the two equations Equation A: 3(2x-5)=6x-15 and Equation B: 2+3x=3x-4 is that "Equation A has an infinite number of solutions and Equation B has no solution".
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A two-server (M/M/2) queueing system is in a steady-state
condition and the steady state probabilities
are p0 =1/16, p1 = 4/16, p2 =
6/16, p3 = 4/16, and p4 = 1/16.
Assume the arrival rate is 2 custom
In the steady-state condition of the two-server (M/M/2) queueing system with the given steady-state probabilities, the arrival rate is 1 customer per time unit, the utilization of each server is 1/2, and the average number of customers in the system is infinite (∞).
In a two-server (M/M/2) queueing system, the notation M/M/2 represents an exponential interarrival time distribution, an exponential service time distribution, and 2 servers.
The steady-state probabilities in this system are given as p0 = 1/16, p1 = 4/16, p2 = 6/16, p3 = 4/16, and p4 = 1/16.
To solve the problem, we need to calculate the arrival rate and the utilization of the system.
1. Arrival Rate (λ): We know that the arrival rate is 2 customers per time unit.
Since this is a two-server system, each server can handle one customer at a time.
Therefore, the total arrival rate is divided equally among the servers, so the arrival rate for each server is λ/2 = 2/2 = 1 customer per time unit.
2. Utilization (ρ): The utilization of the system is the average fraction of time that each server is busy.
In a steady-state condition, the utilization can be calculated using the following formula:
ρ = λ / (2μ)
where μ is the service rate per server.
In an M/M/2 system, the service rate per server is the same as the arrival rate because it follows an exponential service time distribution. Therefore, μ = λ = 1.
Substituting the values, we have:
ρ = 1 / (2 * 1) = 1/2
So, the utilization of each server is 1/2.
3. Average Number of Customers in the System (L): The average number of customers in the system can be calculated using Little's Law:
L = λ * W
where W is the average time a customer spends in the system.
In an M/M/2 system, the average time a customer spends in the system can be calculated as:
W = 1 / (μ - λ)
Substituting the values, we have:
W = 1 / (1 - 1) = 1 / 0 = ∞
Since the utilization (ρ) is 1/2, which is less than 1, the average time a customer spends in the system is infinite (∞).
Therefore, the average number of customers in the system (L) is also infinite (∞).
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Answers of this problems?? Please… part:1
1) The coefficients are:
a = 1
b = -8
c = 17
And the vertex is (4, 1)
2) The coefficients are:
a = -1
b = -2
c = -2
The vertex (-1, -1)
How to find the vertices?For a quadratic:
y = ax² + bx + c
The vertex is at:
x = -b/2a
1) The quadratic equation here is:
f(x) =x² -8x + 17
The coefficients are:
a = 1
b = -8
c = 17
The vertex is at:
x = -(-8)/2*1 = 4
Evaluating there:
f(4) = 4²-8*4+ 17 = 1
So the vertex is at (4, 1)
2) f(x) = -x² -2x - 2
The coefficients are:
a = -1
b = -2
c = -2
The vertex is at:
x = -(-2)/(2*-1) = 2/-2 = -1
Evaluating there:
f(-1) = -(-1)² -2*-1 - 2 = -1 + 2 - 2 = -1
The vertex is at (-1, -1)
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Find a power series representation for the function.
f(x) =
x2
(1 − 3x)2
f(x) =
[infinity] n = 0
To find a power series representation for the function [tex]$f(x) = \frac{x^2}{(1 - 3x)^2}$[/tex], we can make use of the formula for the geometric series. Recall that for [tex]sum_{n = 0}^{\infty} r^ n = \frac{1}{1 - r}.$$[/tex]
To apply this, we rewrite [tex]$f(x)$[/tex]as follows: [tex]$$\frac{x^2}{(1 - 3x)^2} = x^2 \cdot \frac{1}{(1 - 3x)^2} = x^2 \cdot \frac{1}{1 - 6x + 9x^2}[/tex][tex].$$[/tex]Now we recognize that the denominator looks like a geometric series with [tex]$r = 3x^2$ (since $(6x)^2 = 36x^2$)[/tex]
Hence, we can write\frac[tex]{1} {1 - 6x + 9x^2} = \sum_{n = 0}^{\nifty} (3x^2)^n = \sum_{n = 0}^{\infty} 3^n x^{2n}[/tex],where the last step follows from the geometric series formula. Finally, we can substitute this expression back into the original formula for [tex]$f(x)$ to get$$f(x) = x^2 \cdot \left( \sum_{n = 0}^{\infty} 3^n x^{2n} \right)^2[/tex].
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precalculus: concepts through functions - a unit circle approach to trigonometry, 4 th edition, by sullivan and sullivan.
Mike Sullivan recently retired as Professor of Mathematics at Chicago State University, having taught there for more than 30 years. He received his PhD in mathematics from Illinois Institute of Technology.
He is a native of Chicago’s South Side and currently resides in Oak Lawn, Illinois. Mike has 4 children; the 2 oldest have degrees in mathematics and assisted in proofing, checking examples and exercises, and writing solutions manuals for this project. His son Mike Sullivan, III co-authored the Sullivan Graphing with Data Analysis series as well as this series. Mike has authored or co-authored more than 10 books. He owns a travel agency and splits his time between a condo in Naples, Florida and a home in Oak Lawn, where he enjoys gardening.
Michael Sullivan, III has training in mathematics, statistics and economics, with a varied teaching background that includes 27 years of instruction in both high school and college-level mathematics. He is currently a full-time professor of mathematics at Joliet Junior College. Michael has numerous textbooks in publication, including an Introductory Statistics series and a Precalculus series which he writes with his father, Michael Sullivan.
Michael believes that his experiences writing texts for college-level math and statistics courses give him a unique perspective as to where students are headed once they leave the developmental mathematics tract. This experience is reflected in the philosophy and presentation of his developmental text series. When not in the classroom or writing, Michael enjoys spending time with his 3 children, Michael, Kevin and Marissa, and playing golf. Now that his 2 sons are getting older, he has the opportunity to do both at the same time!
Product details
Publisher : Pearson; 4th edition (8 January 2018)
Language : English
Hardcover : 1224 pages
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Let
X and Y be independent poisson random variables with respective
means lambda1 and lambda 2 .Calculate the distribution of X +
Y
Let X and Y be two independent Poisson random variables with means λ1 and λ2. The distribution of X+Y is Poisson with mean λ1+λ2.
The distribution of X+Y can be determined using the following steps:
Step 1: Determine the probability mass function of X and Y.
Since X and Y are independent Poisson random variables, the probability mass function of X and Y are given by:
P (X = k) = (e^-λ1 λ1^k)/k! and P (Y = k) = (e^-λ2 λ2^k)/k! respectively.
Step 2: Determine the probability mass function of X+Y.
The probability mass function of X+Y is given by:
P (X+Y = n) = ΣP (X = k) * P (Y = n-k),
where Σ is taken over all values of k from 0 to n.
Substituting the values of P (X = k) and P (Y = n-k), we get:
P (X+Y = n) = Σ(e^-λ1 λ1^k/k!) * (e^-λ2 λ2^(n-k)/(n-k)!),
where Σ is taken over all values of k from 0 to n.
By simplifying the above equation, we get:
P (X+Y = n) = e^-(λ1+λ2) [(λ1+λ2) ^ n/n!].
Hence, the distribution of X+Y is Poisson with mean λ1+λ2 and the probability mass function of X+Y is given by:
P (X+Y = n) = e^-(λ1+λ2) [(λ1+λ2) ^ n/n!].
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6. [-/8 Points] DETAILS CJ9 4.P.020.GO. A 5.9-kg rock and a 5.8 x 10-4-kg pebble are held near the surface of the earth. (a) Determine the magnitude of the gravitational force exerted on each by the e
The magnitude of the gravitational force exerted on the 5.9-kg rock and the 5.8 x 10^-4-kg pebble near the surface of the Earth is 57.9 N and 0.0579 N, respectively.
To calculate the gravitational force exerted on an object near the Earth's surface, we can use the formula: F = mg, where F is the gravitational force, m is the mass of the object, and g is the acceleration due to gravity. Near the surface of the Earth, the standard value for g is approximately 9.8 m/s^2.
For the rock with a mass of 5.9 kg, the gravitational force can be calculated as follows:
F_rock = (5.9 kg) * (9.8 m/s^2) = 57.9 N.
For the pebble with a mass of 5.8 x 10^-4 kg, the gravitational force can be calculated as follows:
F_pebble = (5.8 x 10^-4 kg) * (9.8 m/s^2) = 0.0579 N.
Therefore, the rock experiences a gravitational force of 57.9 N, while the pebble experiences a gravitational force of 0.0579 N.
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Which of the following statements about hypothesis test is NOT true?
a) We should use a small significance level if type 1 error leads to more serious consequences than type 11 error.
b) It is generally harder to reject a two-sided hypothesis test than a one-sided hypothesis test
c) For a given sample, if we try to decrease type 1 error, then type ii error will increase.
d) The probability of rejecting the null hypothesis when the null hypothesis is false is the power of the test
The correct answer is: b) It is generally harder to reject a two-sided hypothesis test than a one-sided hypothesis test.
This statement is NOT true. In fact, it is generally easier to reject a two-sided hypothesis test compared to a one-sided hypothesis test.
In a one-sided hypothesis test, the alternative hypothesis is directional, meaning it specifies whether the population parameter is expected to be greater or smaller than the null hypothesis value. This narrows down the rejection region, making it easier to reject the null hypothesis if the data strongly supports the alternative hypothesis.
On the other hand, in a two-sided hypothesis test, the alternative hypothesis is non-directional, allowing for the possibility that the population parameter can be either greater or smaller than the null hypothesis value. This widens the rejection region, making it harder to reject the null hypothesis as the data must provide strong evidence in either direction.
Therefore, the correct statement would be that it is generally harder to reject a two-sided hypothesis test than a one-sided hypothesis test.
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Which of the following surfaces cannot be described by setting a spherical variable equal to a constant? In other words, which of the following surfaces cannot be described in the format p=k, ø = k, or 6 = k for some choice of constant k? (a) The plane z = 0. (b) The plane y = -2. (c) The sphere x2 + y2 + z2 = 1. (d) The cone z = √3/x² + y² (c) None of the other choices, or more than one of the other choices.
The correct answer is (b) The plane y = -2. None of the other choices cannot be described by setting a spherical variable equal to a constant.
The spherical coordinates system is a coordinate system that maps points in 3D space using three coordinates, a radial distance, a polar angle, and an azimuthal angle. We use these coordinates to represent a surface in the form of a spherical variable equal to a constant. In this question, we have to determine which of the given surfaces cannot be described by setting a spherical variable equal to a constant,
p = k, ø = k, or θ = k
for some constant k.
We will solve it one by one:
(a) The plane z = 0 :
We can describe this plane by setting θ = k and p = 0 for any value of k. So, this surface can be described by setting a spherical variable equal to a constant.
(b) The plane y = -2:
We cannot describe this plane by setting a spherical variable equal to a constant because it is not a spherical surface.
(c) The sphere x² + y² + z² = 1:
We can describe this sphere by setting p = 1 and any value of θ and ø. So, this surface can be described by setting a spherical variable equal to a constant.
(d) The cone z = √3/x² + y² :
We cannot describe this cone by setting a spherical variable equal to a constant because the surface does not have a spherical shape.
Therefore, the correct answer is (b) The plane y = -2. None of the other choices cannot be described by setting a spherical variable equal to a constant.
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select and arrange the conversion factors needed to convert 312.5 μci to millicuries (mci). then, perform the calculation.
312.5 μCi is equivalent to 0.3125 mCi.
Conversion factors refer to a relationship between the value in one unit to the value in another unit. It is used to convert a quantity expressed in one unit to another unit.
The following conversion factors are needed to convert 312.5 μCi to millicuries (mCi):1 mCi = 1000 μCiUsing the above conversion factor, we can write the given value of 312.5 μCi as:312.5 μCi = (312.5/1000) mCi= 0.3125 mCi
Therefore, the value of 312.5 μCi can be converted to millicuries (mCi) using the above conversion factor. We can rearrange the formula as shown below.312.5 μCi × 1 mCi / 1000 μCi= (312.5/1000) mCi= 0.3125 mCi
Therefore, 312.5 μCi is equivalent to 0.3125 mCi. The calculation can be summarized in a sentence as follows: To convert 312.5 μCi to millicuries (mCi), we use the conversion factor 1 mCi = 1000 μCi.
The calculation shows that 312.5 μCi is equivalent to 0.3125 mCi. The answer can be expressed as follows: 312.5 μCi = 0.3125 mCi.
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find an equation of the plane. the plane that passes through the point (1, 3, 4) and contains the line x = 4t, y = 1 t, z = 3 − t
The equation of the plane that passes through the point (1, 3, 4) and contains the line x = 4t, y = t+1, z = 3 − t is given by -tx+ty+16y-3z+28=0 where the direction vector of the line is (4,1,-1).
The equation of the plane is given by the formula: a(x-x1) + b(y-y1) + c(z-z1) = 0 where a, b, and c are the coefficients of the plane, (x1, y1, z1) is the point that passes through the plane.
Therefore, to find the equation of the plane that passes through the point (1, 3, 4) and contains the line x = 4t, y = t+1, z = 3 − t we can find two points on the plane and use them to find the coefficients of the plane.
The two points on the plane are:
(4t, t+1, 3-t) and (0, 1, 3). Let's find the direction vector of the line.
The direction vector of the line is given by the vector (4,1,-1).
Therefore, the normal vector of the plane is given by the cross-product of the direction vector of the line and the vector between the two points on the plane.
The vector between the two points on the plane is given by (4t-0, t+1-1, 3-t-3) = (4t, t, -t).
Therefore, the normal vector of the plane is given by the cross product of (4,1,-1) and (4t, t, -t) which is given by:
[tex]\begin{vmatrix}\ i & j & k \\4 & 1 & -1 \\4t & t & -t \\\end{vmatrix}=-t\bold{i}+16\bold{j}-3\bold{k}[/tex]
Thus the coefficients of the plane are a = -t, b = 16, and c = -3. Substituting the values in the equation of the plane formula, we get:
-t(x-1)+16(y-3)-3(z-4)=0
Simplifying, we get:
-tx+ty+16y-3z+28=0
Therefore, the equation of the plane that passes through the point (1, 3, 4) and contains the line x = 4t, y = t+1, z = 3 − t is given by -tx+ty+16y-3z+28=0 where the direction vector of the line is (4,1,-1).
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complete the square to write the equation, 4x^2 +24x + 43 = 0, in standard form.
So, the equation [tex]4x^2 + 24x + 43 = 0[/tex] can be written in standard form as [tex]4x^2 + 24x - 65 = 0.[/tex]
To complete the square and write the equation [tex]4x^2 + 24x + 43 = 0[/tex] in standard form, we can follow these steps:
Move the constant term to the right side of the equation:
[tex]4x^2 + 24x = -43[/tex]
Divide the entire equation by the coefficient of the [tex]x^2[/tex] term (4):
[tex]x^2 + 6x = -43/4[/tex]
To complete the square, take half of the coefficient of the x term (6), square it (36), and add it to both sides of the equation:
[tex]x^2 + 6x + 36 = -43/4 + 36\\(x + 3)^2 = -43/4 + 144/4\\(x + 3)^2 = 101/4\\[/tex]
Rewrite the equation in standard form by expanding the square on the left side and simplifying the right side:
[tex]x^2 + 6x + 9 = 101/4[/tex]
Multiplying both sides of the equation by 4 to clear the fraction:
[tex]4x^2 + 24x + 36 = 101[/tex]
Finally, rearrange the terms to have the equation in standard form:
[tex]4x^2 + 24x - 65 = 0[/tex]
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Find the probability that in a random sample of size n=3 from the beta population of\alpha =3and\beta =2, the largest value will be less than 0.90.
Please explain in full detail!
The probability that in a random sample of size n=3 from the beta population of α=3 and β=2, the largest value will be less than 0.90 is approximately 0.784.
To calculate the probability, we need to understand the nature of the beta distribution and the properties of random sampling. The beta distribution is a continuous probability distribution defined on the interval [0, 1] and is commonly used to model random variables that have values within this range.
In this case, the beta population has parameters α=3 and β=2. These parameters determine the shape of the distribution. In general, higher values of α and β result in a distribution that is more concentrated around the mean, which in this case is α / (α + β) = 3 / (3 + 2) = 0.6.
Now, let's consider the random sample of size n=3. We want to find the probability that the largest value in this sample will be less than 0.90. To do this, we can calculate the cumulative distribution function (CDF) of the beta distribution at 0.90 and raise it to the power of 3, since all three values in the sample need to be less than 0.90.
Using statistical software or tables, we find that the CDF of the beta distribution with parameters α=3 and β=2 evaluated at 0.90 is approximately 0.923. Raising this value to the power of 3 gives us the probability that all three values in the sample are less than 0.90, which is approximately 0.784.
Therefore, the probability that in a random sample of size n=3 from the beta population of α=3 and β=2, the largest value will be less than 0.90 is approximately 0.784.
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I need soon pls
1. (30 marks) The samples are: 6, 5, 11, 33, 4, 5, 60, 18, 35, 17, 23, 4, 14, 11, 9, 9, 8, 4, 20, 5, 21, 30, 48, 52, 59, 43. (1) Please calculate the lower fourth, upper fourth and median. (12 marks)
The data is as follows:6, 5, 11, 33, 4, 5, 60, 18, 35, 17, 23, 4, 14, 11, 9, 9, 8, 4, 20, 5, 21, 30, 48, 52, 59, 43. For the calculation of lower fourth, upper fourth and median, we will first arrange the data in order (ascending order).
Ascending order:4, 4, 4, 5, 5, 5, 6, 8, 9, 9, 11, 11, 14, 17, 18, 20, 21, 23, 30, 33, 35, 43, 48, 52, 59, 60
Now, the number of data elements, n = 26
To calculate the lower fourth, we use the formula:
Lower fourth = L = (n + 1) / 4L = (26 + 1) / 4L = 6.75 ~ 7th value = 18
So, the lower fourth is 18.
For the calculation of the median, we use the formula: Median = (n + 1) / 2If n is odd, then the median is the central value.
If n is even, then the median is the average of the two central values.
Here, n is even, so the median will be the average of the two central values.
Summary: So, the lower fourth, upper fourth, and median are 18, 33, and 26.5, respectively.
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the average high temperature during the week from monday through Friday was less than 81°. The daily high temperature for Monday through Thursday were 82°, 79°, and 76°. What might high temperature have been on Friday?
To find the possible high temperature on Friday, we need to consider that the average high temperature from Monday through Friday was less than 81°.
We have the daily high temperatures for Monday through Thursday, which are 82°, 79°, and 76°. We can calculate the total high temperature from Monday through Thursday by adding these values: 82° + 79° + 76° = 237°.
Now, let's assume the high temperature on Friday as 'x'°. To find the average high temperature, we need to consider the sum of the temperatures for all five days and divide it by 5. So, the total sum of the temperatures for all five days would be 237° (from Monday through Thursday) + 'x'° (Friday).
To find the average, we divide the total sum by 5:
(237° + 'x'°) / 5 < 81°
Now, let's solve the inequality to find the possible range of values for 'x':
237° + 'x'° < 405°
'x'° < 405° - 237°
'x'° < 168°
Therefore, the high temperature on Friday must be less than 168° in order for the average high temperature for the week to be less than 81°.
It's important to note that we don't have specific temperature values for each day, so we can't determine the exact temperature for Friday. However, based on the given information, we can conclude that the high temperature on Friday must be less than 168° to satisfy the condition of the average high temperature being less than 81°.
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The data below gives the amounts (in $) that people in Sydney
and Darwin spend on weekends. Sydney: 240, 145, 410, 120, 170, 103,
137, 75, 307, 350 Darwin: 140, 25, 210, 25, 70, 111, 86 By
calculating
Mean amount in Sydney = $205.7 Mean amount in Darwin = $95.29
To calculate the mean amount in Sydney:240 + 145 + 410 + 120 + 170 + 103 + 137 + 75 + 307 + 350 = 2057Total amount spent in Sydney = $2057The number of entries = 10Mean amount = total amount / number of entriesMean amount in Sydney = $2057 / 10Mean amount in Sydney = $205.7To calculate the mean amount in Darwin:140 + 25 + 210 + 25 + 70 + 111 + 86 = 667Total amount spent in Darwin = $667The number of entries = 7Mean amount = total amount / number of entriesMean amount in Darwin = $667 / 7 Mean amount in Darwin = $95.29
To calculate the answer, the first step is to find out the mean amount spent on weekends in Sydney and Darwin respectively.The mean amount in Sydney is calculated by adding the amount spent by people in Sydney and dividing it by the number of entries. To find the mean amount in Darwin, the same method is used.The mean amount spent on weekends in Sydney is $205.7, while the mean amount spent in Darwin is $95.29.The conclusion drawn from these calculations is that people in Sydney tend to spend more money on weekends as compared to those in Darwin. The mean amount in Sydney is more than double the mean amount in Darwin. This data can be useful for businesses looking to expand into either of these cities. If a business is looking to expand into a city where people spend more on weekends, Sydney could be a better choice. On the other hand, if the business is looking to expand into a city where people spend less on weekends, Darwin could be a better choice.
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The Taylor series for f(x)=x^3 at 1 is ∑n=0[infinity]cn(x−1)^n.
Find the first few coefficients.
The first few coefficients of the Taylor series for f(x) = x³ at 1 are 1, 3, and 6.
Given that, the Taylor series for f(x)=x³ at 1 is ∑n=0[infinity]cn(x−1)ⁿ.
The Taylor series for the function f(x) = x³ at x = 1 can be computed as follows:
f(x) = x³f(1) = 1³ = 1f'(x) = 3x²f'(1) = 3f''(x) = 6xf''(1) = 6f'''(x) = 6f'''(1) = 6
Thus, the Taylor series for f(x) = x³ at 1 is ∑n=0[infinity]cn(x−1)^n = 1 + 3(x−1) + 6(x−1)² + 6(x−1)³ + ...
The first few coefficients in the above expression are:
• The first coefficient is 1 because it is the first term of the series, which has a power of zero, so it is always equal to the function value at the center point.
• The second coefficient is 3 because it is the coefficient of the first degree term in the series, which is obtained by taking the derivative of the function at the center point and multiplying by (x - 1).
• The third coefficient is 6 because it is the coefficient of the second degree term in the series, which is obtained by taking the second derivative of the function at the center point and multiplying by (x - 1)².
Hence, the first few coefficients of the Taylor series for f(x) = x³ at 1 are 1, 3, and 6.
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Part 2 A group of students take a Statistics Exam where the average was M = 85 and the standard deviation was SD = 6.8. Answer the following questions regarding this distribution using your normal cur
Part 2A group of students took a Statistics Exam where the average score was M = 85 and the standard deviation was SD = 6.8. The following questions will be answered regarding this distribution using the normal curve.
What is the probability of a student scoring between an 80 and 90 on the exam?
To find the probability that a student will score between an 80 and 90 on the exam, we need to use the normal curve.The formula for calculating the z-score of an exam is: Z=(x−μ)/σZ=(x−μ)/σZ is the z-score, x is the raw score, μ is the population mean, and σ is the standard deviation. For a score of 80:X = 80, μ = 85, and σ = 6.8.
Applying the formula above, we have:Z=(x−μ)/σ=(80−85)/6.8=−0.7353Z=(x−μ)/σ=(80−85)/6.8=−0.7353
Similarly, for a score of 90:X = 90, μ = 85, and σ = 6.8.
Thus:Z=(x−μ)/σ=(90−85)/6.8=0.7353Z=(x−μ)/σ=(90−85)/6.8=0.7353
Looking up the normal table, we can see that the area between a z-score of -0.7353 and 0.7353 is 0.5136.
Thus, the probability of a student scoring between an 80 and 90 on the exam is 51.36%.
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Given the mean of M is 85 and the standard deviation of SD is 6.8, we need to answer the following questions about the distribution using the normal curve.
The probability of getting a score between 75 and 90 is 0.6996.
The score corresponding to the 90th percentile is 93.02.
Normal curve: The normal curve, also known as the Gaussian curve, is a symmetrical probability density curve that is bell-shaped. It represents the distribution of a continuous random variable. The area beneath the normal curve is equal to one, and it extends from negative infinity to positive infinity.
To find the probability of getting a score between 75 and 90, we need to calculate the area under the normal curve between the z-scores corresponding to these two scores. We will use the z-score formula to find these z-scores.
z = (x - μ)/σ
Where z is the z-score, x is the raw score, μ is the mean, and σ is the standard deviation. For x = 75,
μ = 85, and
σ = 6.8
z = (75 - 85)/6.8
= -1.47
For x = 90,
μ = 85, and
σ = 6.8
z = (90 - 85)/6.8
= 0.74
Now we can use the z-table to find the area between -1.47 and 0.74. The area to the left of -1.47 is 0.0708, and the area to the left of 0.74 is 0.7704. Therefore, the area between -1.47 and 0.74 is 0.7704 - 0.0708 = 0.6996. Thus, the probability of getting a score between 75 and 90 is 0.6996.
We need to find the z-score corresponding to the 90th percentile and then use the z-score formula to find the corresponding raw score. The z-score corresponding to the 90th percentile is 1.28. We can find this value using the z-table. The z-score formula is
z = (x - μ)/σ
We can rearrange it to get
x = zσ + μ
For z = 1.28,
μ = 85, and
σ = 6.8
x = 1.28 × 6.8 + 85
= 93.02
Therefore, the score corresponding to the 90th percentile is 93.02.
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Finding the Distance Between Two Vectors In Exercises 19–22, find the distance between u and v. 19. u = (1, -1), v = (-1,1) 20. u = (1, 1, 2), v = (-1,3,0) llu-vll 21. u = (1, 2, 0), v = (-1,4, 1) (22) u = (0, 1, - 1, 2), v = (1, 1, 2, 2) Finding Dot Products
Therefore, the distance between the given vectors is as follows. ∥u - v∥ = 2√2 for u = (1, -1), v = (-1,1)∥u - v∥ = 2√3 for u = (1, 1, 2), v = (-1,3,0)∥u - v∥ = 3 for u = (1, 2, 0), v = (-1,4, 1)∥u - v∥ = √10 for u = (0, 1, - 1, 2), v = (1, 1, 2, 2)
Distance between two vectors can be found using the formula: ∥u - v∥, which is the magnitude of the difference vector. So, using this formula and the given values of vectors, the distance between two vectors can be calculated as follows.
19. u = (1, -1), v = (-1,1)Distance between two vectors, ∥u - v∥= √[(1 - (-1))² + ((-1) - 1)²]= √[(1 + 1)² + (-2)²]= √[2² + 2²]= √8= 2√220. u = (1, 1, 2), v = (-1,3,0)
Distance between two vectors, ∥u - v∥= √[(1 - (-1))² + (1 - 3)² + (2 - 0)²]= √[(1 + 1)² + (-2)² + 2²]= √[2² + 4 + 4]= √(12)= 2√3ll21. u = (1, 2, 0), v = (-1,4, 1)
Distance between two vectors, ∥u - v∥= √[(1 - (-1))² + (2 - 4)² + (0 - 1)²]= √[(1 + 1)² + (-2)² + (-1)²]= √[2² + 4 + 1]= √(9)= 3(22) u = (0, 1, - 1, 2), v = (1, 1, 2, 2)
Distance between two vectors, ∥u - v∥= √[(0 - 1)² + (1 - 1)² + (-1 - 2)² + (2 - 2)²]= √[(-1)² + 0² + (-3)² + 0²]= √(10)
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